| Year |
Citation |
Score |
| 2017 |
Pressley M, Roehrig A, Bogner K, Raphal LM, Dolezal S. Balanced Literacy Instruction. Focus On Exceptional Children. 34: 1-14. DOI: 10.17161/Foec.V34I5.6788 |
0.353 |
|
| 2008 |
Raphael LM, Pressley M, Mohan L. Engaging instruction in middle school classrooms: an observational study of nine teachers Elementary School Journal. 109: 61-81. DOI: 10.1086/592367 |
0.349 |
|
| 2003 |
Dolezal SE, Welsh LM, Pressley M, Vincent MM. How Nine Third-Grade Teachers Motivate Student Academic Engagement Elementary School Journal. 103: 239-267. DOI: 10.1086/499725 |
0.349 |
|
| 2002 |
Pressley M. Effective Beginning Reading Instruction Journal of Literacy Research. 34: 165-188. DOI: 10.1207/S15548430Jlr3402_3 |
0.362 |
|
| 2002 |
Bogner K, Raphael L, Pressley M. How Grade 1 Teachers Motivate Literate Activity by Their Students Scientific Studies of Reading. 6: 135-165. DOI: 10.1207/S1532799Xssr0602_02 |
0.334 |
|
| 2001 |
Pressley M, Wharton-McDonald R, Allington R, Block CC, Morrow L, Tracey D, Baker K, Brooks G, Cronin J, Nelson E, Woo D. A Study of Effective First-Grade Literacy Instruction Scientific Studies of Reading. 5: 35-58. DOI: 10.1207/S1532799Xssr0501_2 |
0.369 |
|
| 2001 |
Roehrig AD, Pressley M, Sloup M. Reading Strategy Instruction In Regular Primary-Level Classrooms By Teachers Trained In Reading Recovery Reading & Writing Quarterly. 17: 323-348. DOI: 10.1080/105735601317095061 |
0.378 |
|
| 2000 |
Rankin-Erickson JL, Pressley M. A Survey of Instructional Practices of Special Education Teachers Nominated as Effective Teachers of Literacy. Learning Disabilities Research and Practice. 15: 206-225. DOI: 10.1207/Sldrp1504_5 |
0.395 |
|
| 1999 |
Pressley M. What should reading instructional research be the research of Issues in Education. 5: 1-35. DOI: 10.1016/S1080-9724(99)00019-1 |
0.338 |
|
| 1998 |
Pressley M, Wharton-McDonald R, Mistretta-Hampston J, Echevarria M. Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York Scientific Studies of Reading. 2: 159-194. DOI: 10.1207/S1532799Xssr0202_4 |
0.391 |
|
| 1998 |
Wharton-McDonald R, Pressley M, Hampston JM. Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement Elementary School Journal. 99: 101-128. DOI: 10.1086/461918 |
0.363 |
|
| 1998 |
Etten Sv, Pressley M, Freebern G, Echevarria M. An interview study of college freshmens’ beliefs about their academic motivation European Journal of Psychology of Education. 13: 105-130. DOI: 10.1007/Bf03172816 |
0.31 |
|
| 1997 |
Pressley M, El-Dinary PB. What We Know About Translating Comprehension-Strategies Instruction Research Into Practice Journal of Learning Disabilities. 30: 486-488. PMID 9293230 DOI: 10.1177/002221949703000504 |
0.353 |
|
| 1997 |
Pressley M, Yokoi L, Rankin J, Wharton-McDonald R, Mistretta J. A Survey of the Instructional Practices of Grade 5 Teachers Nominated as Effective in Promoting Literacy Scientific Studies of Reading. 1: 145-160. DOI: 10.1207/S1532799Xssr0102_3 |
0.385 |
|
| 1997 |
Etten SV, Freebern G, Pressley M. College Students’ Beliefs about Exam Preparation Contemporary Educational Psychology. 22: 192-212. DOI: 10.1006/Ceps.1997.0933 |
0.332 |
|
| 1996 |
Pressley M, Afflerbach P. Verbal Protocols of Reading: The Nature of Constructively Responsive Reading College Composition and Communication. 47: 305. DOI: 10.2307/358808 |
0.302 |
|
| 1996 |
Pressley M, Rankin J, Yokoi L. A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy Elementary School Journal. 96: 363-384. DOI: 10.1086/461834 |
0.359 |
|
| 1996 |
Brown R, Pressley M, Meter PV, Schuder T. A Quasi-experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers. Journal of Educational Psychology. 88: 18-37. DOI: 10.1037/0022-0663.88.1.18 |
0.407 |
|
| 1995 |
Pressley M. More about the development of self-regulation: Complex, long-term, and thoroughly social Educational Psychologist. 30: 207-212. DOI: 10.1207/S15326985Ep3004_6 |
0.313 |
|
| 1995 |
Pressley M, Mistretta J. A Worthwhile Catalogue of Research Issues in Learning Disabilities. Psyccritiques. 40. DOI: 10.1037/003813 |
0.335 |
|
| 1994 |
Almasi JF, Palmer BM, Gambrell LB, Pressley M. Toward Disciplined Inquiry: A Methodological Analysis of Whole-Language Research Educational Psychologist. 29: 193-202. DOI: 10.1207/S15326985Ep2904_3 |
0.314 |
|
| 1994 |
Woloshyn VE, Paivio A, Pressley M. Use of Elaborative Interrogation to Help Students Acquire Information Consistent With Prior Knowledge and Information Inconsistent With Prior Knowledge Journal of Educational Psychology. 86: 79-89. DOI: 10.1037/0022-0663.86.1.79 |
0.376 |
|
| 1993 |
Marks M, Pressley M, Coley JD, Craig S, Gardner R, DePinto T, Rose W. Three Teachers' Adaptations of Reciprocal Teaching in Comparison to Traditional Reciprocal Teaching. Elementary School Journal. 94: 267-283. DOI: 10.1086/461766 |
0.376 |
|
| 1993 |
Gaskins IW, Anderson RC, Pressley M, Cunicelli EA, Satlow E. Six Teachers' Dialogue during Cognitive Process Instruction The Elementary School Journal. 93: 277-304. DOI: 10.1086/461726 |
0.371 |
|
| 1993 |
Pressley M. Beginning to Read: Thinking and Learning About Print . Marilyn Jager Adams. Cambridge, MA: MIT Press, 1990. Pp. x + 494. $29.95. Studies in Second Language Acquisition. 15: 130-130. DOI: 10.1017/S0272263100011827 |
0.338 |
|
| 1993 |
Wyatt D, Pressley M, El-Dinary PB, Stein S, Evans P, Brown R. Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them Learning and Individual Differences. 5: 49-72. DOI: 10.1016/1041-6080(93)90026-O |
0.331 |
|
| 1992 |
Pressley M, Wood E, Woloshyn VE, Martin V, King A, Menke D. Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning Educational Psychologist. 27: 91-109. DOI: 10.1207/S15326985Ep2701_7 |
0.389 |
|
| 1992 |
Pressley M, El-Dinary PB, Gaskins I, Schuder T, Bergman JL, Almasi J, Brown R. Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies. Elementary School Journal. 92: 513-555. DOI: 10.1086/461705 |
0.423 |
|
| 1992 |
Pressley M, Schuder T, Bergman JL. A researcher€ducator collaborative interview study of transactional comprehension strategies instruction. Journal of Educational Psychology. 84: 231-246. DOI: 10.1037/0022-0663.84.2.231 |
0.32 |
|
| 1992 |
Woloshyn VE, Pressley M, Schneider W. Elaborative-interrogation and prior-knowledge effects on learning of facts. Journal of Educational Psychology. 84: 115-124. DOI: 10.1037/0022-0663.84.1.115 |
0.395 |
|
| 1992 |
Pressley M, Harris KR, Marks MB. But good strategy instructors are constructivists! Educational Psychology Review. 4: 3-31. DOI: 10.1007/Bf01322393 |
0.401 |
|
| 1992 |
Devolder PA, Pressley M. Causal attributions and strategy use in relation to memory performance differences in younger and older adults Applied Cognitive Psychology. 6: 629-642. DOI: 10.1002/Acp.2350060706 |
0.305 |
|
| 1991 |
Pressley M, Gaskins IW, Cunicelli EA, Burdick NJ, Schaub-Matt M, Lee DS, Powell N. Strategy Instruction at Benchmark School: A Faculty Interview Study. Learning Disability Quarterly. 14: 19-48. DOI: 10.2307/1510371 |
0.322 |
|
| 1991 |
Harris KR, Pressley M. The Nature of Cognitive Strategy Instruction: Interactive Strategy Construction Exceptional Children. 57: 392-404. DOI: 10.1177/001440299105700503 |
0.396 |
|
| 1991 |
Martin VL, Pressley M. Elaborative-interrogation effects depend on the nature of the question. Journal of Educational Psychology. 83: 113-119. DOI: 10.1037/0022-0663.83.1.113 |
0.374 |
|
| 1990 |
Cariglia-Bull T, Pressley M. Short-term memory differences between children predict imagery effects when sentences are read Journal of Experimental Child Psychology. 49: 384-398. PMID 2348158 DOI: 10.1016/0022-0965(90)90066-H |
0.404 |
|
| 1990 |
Pressley M, Ghatala ES. Self-Regulated Learning: Monitoring Learning From Text Educational Psychologist. 25: 19-33. DOI: 10.1207/S15326985Ep2501_3 |
0.317 |
|
| 1990 |
Rich S, Pressley M. Is Teaching Reading Comprehension Strategies Acceptable to Teachers Teacher Education and Special Education. 13: 126-132. DOI: 10.1177/088840649001300208 |
0.406 |
|
| 1990 |
Rich S, Pressley M. Teacher Acceptance of Reading Comprehension Strategy Instruction Elementary School Journal. 91: 43-64. DOI: 10.1086/461637 |
0.364 |
|
| 1990 |
Lysynchuk LM, Pressley M, Vye NJ. Reciprocal Teaching Improves Standardized Reading-Comprehension Performance in Poor Comprehenders. Elementary School Journal. 90: 469-484. DOI: 10.1086/461627 |
0.394 |
|
| 1990 |
Wood E, Pressley M, Winne PH. Elaborative interrogation effects on children's learning of factual content. Journal of Educational Psychology. 82: 741-748. DOI: 10.1037/0022-0663.82.4.741 |
0.336 |
|
| 1990 |
Woloshyn VE, Willoughby T, Wood E, Pressley M. Elaborative interrogation facilitates adult learning of factual paragraphs. Journal of Educational Psychology. 82: 513-524. DOI: 10.1037/0022-0663.82.3.513 |
0.393 |
|
| 1990 |
McGivern JE, Levin JR, Pressley M, Ghatala ES. A developmental study of memory monitoring and strategy selection Contemporary Educational Psychology. 15: 103-115. DOI: 10.1016/0361-476X(90)90010-X |
0.387 |
|
| 1990 |
Pressley M, Tanenbaum R, McDaniel MA, Wood E. What happens when university students try to answer prequestions that accompany textbook material? Contemporary Educational Psychology. 15: 27-35. DOI: 10.1016/0361-476X(90)90003-J |
0.413 |
|
| 1990 |
Pressley M, Woloshyn V, Lysynchuk LM, Martin V, Wood E, Willoughby T. A primer of research on cognitive strategy instruction: The important issues and how to address them Educational Psychology Review. 2: 1-58. DOI: 10.1007/Bf01323528 |
0.373 |
|
| 1990 |
Pressley M, Brewster ME. Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island Applied Cognitive Psychology. 4: 359-369. DOI: 10.1002/Acp.2350040502 |
0.384 |
|
| 1989 |
Miller GE, Pressley M. Picture versus question elaboration on young children's learning of sentences containing high- and low-probability content Journal of Experimental Child Psychology. 48: 431-450. PMID 2584923 DOI: 10.1016/0022-0965(89)90051-9 |
0.385 |
|
| 1989 |
Lysynchuk LM, Pressley M, D'Ailly H, Smith M, Cake H. A Methodological Analysis of Experimental Studies of Comprehension Strategy Instruction. Reading Research Quarterly. 24: 458. DOI: 10.2307/747607 |
0.323 |
|
| 1989 |
Pressley M, Symons S, Snyder BL, Cariglia-Bull T. Strategy Instruction Research Comes of Age Learning Disability Quarterly. 12: 16-30. DOI: 10.2307/1510249 |
0.321 |
|
| 1989 |
Forrest-Pressley D, Waller TG, Pressley M. Forrest-Pressley and Waller (1984) Concluded That Metacognition About Reading Is Related to Reading Performance: A Comment About Jacobs and Paris (1987) Educational Psychologist. 24: 207-210. DOI: 10.1207/S15326985Ep2402_5 |
0.319 |
|
| 1989 |
Pressley M, Johnson CJ, Symons S, McGoldrick JA, Kurita JA. Strategies That Improve Children's Memory and Comprehension of Text Elementary School Journal. 90: 3-32. DOI: 10.1086/461599 |
0.424 |
|
| 1989 |
Pressley M, Goodchild F, Fleet J, Zajchowski R, Evans ED. The Challenges of Classroom Strategy Instruction Elementary School Journal. 89: 301-342. DOI: 10.1086/461578 |
0.308 |
|
| 1989 |
Borkowski JG, Schneider W, Pressley M. he Challenges of Teaching Good Information Processing to Learning Disabled Students International Journal of Disability, Development and Education. 36: 169-185. DOI: 10.1080/0156655893603002 |
0.41 |
|
| 1989 |
McDaniel MA, Pressley M. Keyword and context instruction of new vocabulary meanings: effects on text comprehension and memory Journal of Educational Psychology. 81: 204-213. DOI: 10.1037//0022-0663.81.2.204 |
0.376 |
|
| 1989 |
Pressley M, Borkwski JG, Schneider W. Good information processing: What it is and how education can promote it International Journal of Educational Research. 13: 857-867. DOI: 10.1016/0883-0355(89)90069-4 |
0.302 |
|
| 1989 |
Ghatala ES, Levin JR, Foorman BR, Pressley M. Improving children's regulation of their reading PREP time Contemporary Educational Psychology. 14: 49-66. DOI: 10.1016/0361-476X(89)90005-2 |
0.329 |
|
| 1988 |
Pressley M. A review of studies establishing that keyword method effects are robust with respect to temporal characteristics of presentation Bulletin of the Psychonomic Society. 26: 94-96. DOI: 10.3758/Bf03334871 |
0.362 |
|
| 1988 |
Pressley M, Symons S, McDaniel MA, Snyder BL, Turnure JE. Elaborative interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology. 80: 268-278. DOI: 10.1037/0022-0663.80.3.268 |
0.312 |
|
| 1988 |
Hunter-Blanks P, Ghatala ES, Pressley M, Levin JR. Comparison of Monitoring during Study and during Testing on a Sentence-Learning Task. Journal of Educational Psychology. 80: 279-283. DOI: 10.1037//0022-0663.80.3.279 |
0.338 |
|
| 1988 |
Levin JR, Carney RN, Pressley M. Facilitating vocabulary inferring through root-word instruction Contemporary Educational Psychology. 13: 316-322. DOI: 10.1016/0361-476X(88)90030-6 |
0.432 |
|
| 1988 |
Pressley M, Levin JR, Ghatala ES. Strategy-comparison opportunities promote long-term strategy use☆ Contemporary Educational Psychology. 13: 157-168. DOI: 10.1016/0361-476X(88)90016-1 |
0.388 |
|
| 1987 |
Pressley M, Johnson CJ, Symons S. Elaborating to learn and learning to elaborate. Journal of Learning Disabilities. 20: 76-91. PMID 3559368 DOI: 10.1177/002221948702000202 |
0.384 |
|
| 1987 |
Pressley M, Snyder BL, Levin JR, Murray HG, Ghatala ES. Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions. Reading Research Quarterly. 22: 219. DOI: 10.2307/747666 |
0.389 |
|
| 1987 |
Pressley M, McDaniel MA, Turnure JE, Wood E, Ahmad M. Generation and precision of elaboration: Effects on intentional and incidental learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. 13: 291-300. DOI: 10.1037/0278-7393.13.2.291 |
0.333 |
|
| 1987 |
McDaniel MA, Pressley M, Dunay PK. Long-term retention of vocabulary after keyword and context learning. Journal of Educational Psychology. 79: 87-89. DOI: 10.1037/0022-0663.79.1.87 |
0.317 |
|
| 1987 |
Borkowski JG, Carr M, Pressley M. “Spontaneous” strategy use: Perspectives from metacognitive theory Intelligence. 11: 61-75. DOI: 10.1016/0160-2896(87)90027-4 |
0.332 |
|
| 1987 |
Miller GE, Pressley M. Partial picture effects on children's memory for sentences containing implicit information Journal of Experimental Child Psychology. 43: 300-310. DOI: 10.1016/0022-0965(87)90065-8 |
0.36 |
|
| 1987 |
Pressley M, Cariglia-Bull T, Deane S, Schneider W. Short-Term-Memory, Verbal Competence, and Age as Predictors of Imagery Instructional-Effectiveness Journal of Experimental Child Psychology. 43: 194-211. DOI: 10.1016/0022-0965(87)90059-2 |
0.396 |
|
| 1987 |
Pressley M, Levin JR, Ghatala ES, Ahmad M. Test monitoring in young grade school children Journal of Experimental Child Psychology. 43: 96-111. DOI: 10.1016/0022-0965(87)90053-1 |
0.302 |
|
| 1986 |
McGivern JE, Levin JR, Ghatala ES, Pressley M. Can selection of an effective memory strategy be induced vicariously Contemporary Educational Psychology. 11: 170-186. DOI: 10.1016/0361-476X(86)90007-X |
0.41 |
|
| 1986 |
Pressley M, Ahmad M. Transfer of Imagery-Based Mnemonics by Adult Learners. Contemporary Educational Psychology. 11: 150-160. DOI: 10.1016/0361-476X(86)90005-6 |
0.355 |
|
| 1986 |
Ghatala ES, Levin JR, Pressley M, Goodwin D. A componential analysis of the effects of derived and supplied strategy-utility information on children's strategy selections Journal of Experimental Child Psychology. 41: 76-92. DOI: 10.1016/0022-0965(86)90052-4 |
0.32 |
|
| 1985 |
Ghatala ES, Levin JR, Pressley M, Lodico MG. Training Cognitive Strategy-Monitoring in Children: American Educational Research Journal. 22: 199-215. DOI: 10.3102/00028312022002199 |
0.326 |
|
| 1985 |
Levin JR, Dretzke BJ, Pressley M, McGivern JE. In Search of the Keyword Method/Vocabulary Comprehension Link. Contemporary Educational Psychology. 10: 220-227. DOI: 10.1016/0361-476X(85)90018-9 |
0.412 |
|
| 1984 |
Pressley M, Borkowski JG, O'Sullivan JT. Memory strategy instruction is made of this: Metamemory and durable strategy use Educational Psychologist. 19: 94-107. DOI: 10.1080/00461528409529285 |
0.362 |
|
| 1984 |
Pressley M, Levin JR, Ghatala ES. Memory strategy monitoring in adults and children Journal of Verbal Learning and Verbal Behavior. 23: 270-288. DOI: 10.1016/S0022-5371(84)90181-6 |
0.428 |
|
| 1984 |
Pressley M, Mullally J. Alternative research paradigms in the analysis of mnemonics Contemporary Educational Psychology. 9: 48-60. DOI: 10.1016/0361-476X(84)90007-9 |
0.349 |
|
| 1984 |
O'Sullivan JT, Pressley M. Completeness of instruction and strategy transfer Journal of Experimental Child Psychology. 38: 275-288. DOI: 10.1016/0022-0965(84)90126-7 |
0.379 |
|
| 1984 |
Pressley M, Ross KA, Levin JR, Ghatala ES. The role of strategy utility knowledge in children's strategy decision making Journal of Experimental Child Psychology. 38: 491-504. DOI: 10.1016/0022-0965(84)90091-2 |
0.381 |
|
| 1983 |
Pressley M, Fadyen JM. Mnemonic Mediator Retrieval at Testing by Preschool and Kindergarten Children. Child Development. 54: 474-479. DOI: 10.1111/J.1467-8624.1983.Tb03889.X |
0.361 |
|
| 1983 |
Lodico MG, Ghatala ES, Levin JR, Pressley M, Bell JA. The effects of strategy—Monitoring training on children's selection of effective memory strategies Journal of Experimental Child Psychology. 35: 263-277. DOI: 10.1016/0022-0965(83)90083-8 |
0.356 |
|
| 1982 |
Pressley M, Levin JR, Delaney HD. The Mnemonic Keyword Method Review of Educational Research. 52: 61-91. DOI: 10.3102/00346543052001061 |
0.394 |
|
| 1982 |
Levin JR, McCormick CB, Miller GE, Berry JK, Pressley M. Mnemonic Versus Nonmnemonic Vocabulary-learning Strategies for Children American Educational Research Journal. 19: 121-136. DOI: 10.3102/00028312019001121 |
0.407 |
|
| 1982 |
Pressley M, Bryant SL. Does Answering Questions Really Promote Associative Learning Child Development. 53: 1258-1267. DOI: 10.1111/J.1467-8624.1982.Tb04164.X |
0.403 |
|
| 1982 |
Shriberg LK, Levin JR, McCormick CB, Pressley M. Learning about "Famous" People via the Keyword Method. Journal of Educational Psychology. 74: 238-247. DOI: 10.1037/0022-0663.74.2.238 |
0.325 |
|
| 1982 |
Pressley M. Mnemonic versus Nonmnemonic Vocabulary-Learning Strategies: Additional Comparisons. Journal of Educational Psychology. 74: 693-707. DOI: 10.1037//0022-0663.74.5.693 |
0.365 |
|
| 1982 |
Pressley M, Levin JR, Miller GE. The keyword method compared to alternative vocabulary-learning strategies. Contemporary Educational Psychology. 7: 50-60. DOI: 10.1016/0361-476X(82)90007-8 |
0.412 |
|
| 1981 |
Pressley M. How Does the Keyword Method Affect Vocabulary Comprehension and Usage Reading Research Quarterly. 16: 213. DOI: 10.2307/747556 |
0.427 |
|
| 1981 |
Pressley M, Levin JR, Miller GE. The keyword method and children's learning of foreign vocabulary with abstract meanings. Canadian Journal of Psychology\/Revue Canadienne De Psychologie. 35: 283-287. DOI: 10.1037/H0081147 |
0.356 |
|
| 1981 |
Pressley M, Levin JR. The keyword method and recall of vocabulary words from definitions. Journal of Experimental Psychology: Human Learning & Memory. 7: 72-76. DOI: 10.1037//0278-7393.7.1.72 |
0.331 |
|
| 1981 |
Pressley M, Samuel J, Hershey MM, Bishop SL, Dickinson D. Use of a mnemonic technique to teach young children foreign language vocabulary Contemporary Educational Psychology. 6: 110-116. DOI: 10.1016/0361-476X(81)90039-4 |
0.387 |
|
| 1980 |
Pressley M, Schmierer D, Hope DJ. Adults' Judgments about Adolescents' Moral Judgments. Child Development. 51: 1289-1291. DOI: 10.1111/J.1467-8624.1980.Tb02684.X |
0.301 |
|
| 1980 |
Pressley M, Levin JR. The Development of Mental Imagery Retrieval. Child Development. 51: 558-560. DOI: 10.1111/J.1467-8624.1980.Tb02578.X |
0.382 |
|
| 1980 |
Pressley M. The Keyword Method and Foreign Word Acquisition. Journal of Experimental Psychology: Human Learning & Memory. 6: 163-173. DOI: 10.1037//0278-7393.6.2.163 |
0.313 |
|
| 1980 |
Pressley M, Levin JR, McCormick CB. Young Children's Learning of Foreign Language Vocabulary: A Sentence Variation of the Keyword Method. Contemporary Educational Psychology. 5: 22-29. DOI: 10.1016/0361-476X(80)90024-7 |
0.394 |
|
| 1978 |
Levin JR, Pressley M. A Test of the Developmental Imagery Hypothesis in Children's Associative Learning. Journal of Educational Psychology. 70: 691-694. DOI: 10.1037//0022-0663.70.5.691 |
0.335 |
|
| 1978 |
Pressley M, Levin JR. Developmental Constraints Associated with Children's Use of the Keyword Method of Foreign Language Vocabulary Learning. Journal of Experimental Child Psychology. 26: 359-372. DOI: 10.1016/0022-0965(78)90014-0 |
0.407 |
|
| 1977 |
Pressley M, Levin JR. Developmental differences in subjects' associative-learning strategies and performance: assessing a hypothesis. Journal of Experimental Child Psychology. 24: 431-9. PMID 925595 DOI: 10.1016/0022-0965(77)90089-3 |
0.362 |
|
| 1977 |
Pressley M. Imagery and Children’s Learning: Putting the Picture in Developmental Perspective Review of Educational Research. 47: 585-622. DOI: 10.3102/00346543047004585 |
0.343 |
|
| 1977 |
Guttmann J, Levin JR, Pressley M. Pictures, Partial Pictures, and Young Children's Oral Prose Learning. Journal of Educational Psychology. 69: 473-480. DOI: 10.1037/0022-0663.69.5.473 |
0.34 |
|
| 1977 |
Pressley M. Children's Use of the Keyword Method to Learn Simple Spanish Vocabulary Words. Journal of Educational Psychology. 69: 465-472. DOI: 10.1037/0022-0663.69.5.465 |
0.389 |
|
| Show low-probability matches. |